Jeremy Jameson
Lesson Plan
Teacher Name: Kami Smith
Lesson Title: Integer Interactions
Subject(s) and Grade Level: Math – 7^th Grade
Standards:
Master Technology Teacher Framework Domain-Competencies:
1-001: Demonstrates an understanding of the appropriate use of hardware components and software applications. 2-005: Knows how to use and integrate appropriate technology-based productivity tools; Knows how to use technology applications to facilitate the evaluation of work, including both process and product; Knows how to create rubrics to evaluate technology-based processes and products against established criteria 2-006: Knows how to select, format, and present media activities and projects appropriate for the content, purpose, audience, and environment; Knows how to select and use various presentation formats to communicate effectively 2-007: Knows how to use formal and informal assessments to evaluate students' technology proficiencies; Knows how to facilitate ongoing student self-assessment in the use of technology, including both process and product; Knows and applies effective classroom-management strategies in technology-enhanced environments 2-008: Knows how to collaborate with classroom teachers and other staff to link learner needs and abilities with appropriate technologies; Demonstrates knowledge of assistive technology as defined by state and federal regulations; Knows how to plan and design activities and products that are accessible to learners with diverse needs and abilities. 3-009: Knows the roles of the Master Technology Teacher as teacher, collaborator, and mentor in the school community; Collaborates with administrators, colleagues, families/caregivers, and other members of the school community to ensure ongoing communication related to technology-enhanced teaching and learning 3-010: Knows how to use formal and informal methods to assess educators' technology proficiencies and instructional strategies; Knows how to support educators' assessment of technology-enhanced learning; Knows how to support ongoing educator self-assessment in the use of technology-enhanced instruction, including both process and product.
Content TEKS:
111.23 Mathematics, Grade 7 7.1 (A) compare and order integers and positive rational numbers 7.2 (C) use models, such as concrete objects, pictorial models, and number lines, to add, . subtract, multiply, and divide integers and connect the actions to algorithms (G) determine the reasonableness of a solution to a problem 7.13 (C) select or develop an appropriate problem-solving strategy from a variety of different types, . including drawing a picture, looking for a pattern, systematic guessing and checking, . acting it out, making a table, working a simpler problem, or working backwards to solve a . problem (D) select tools such as real objects, manipulatives, paper/pencil, and technology or . techniques such as mental math, estimation, and number sense to solve problems 7.14 (A) communicate mathematical ideas using language, efficient tools, appropriate units, and . graphical, numerical, physical, or algebraic mathematical models; and (B) evaluate the effectiveness of different representations to communicate ideas 7.15 (A) make conjectures from patterns or sets of examples and nonexamples
Content and Cognitive Goals:
Student Learning Goals:
1. Understand how positive and negative numbers interact 2. Find\notice patterns in various addition & subtraction problems 3. Create their own rules for adding integers
Teacher Learning Goals:
1. Improve classroom management skills through student engagement 2. Discover more ways to implement technology into lessons
Mentor Learning Goals:
1. Develop coaching and mentoring techniques through proper questioning and relationship building 2. Develop a better understanding of how technology can help in meeting the needs of students
Learning Connections:
Students will want to be involved due to the incorporation of technology and the hands-on aspect of the lesson. Students will work in groups/teams to help retain information and learn from each other as well as the instructor.
Learning Activities & Tasks:
Bloom’s Taxonomy
Arrange numbers on a number line Demonstrate that opposites cancel Compare integers with inequality symbols Discuss(groups) possible trends in a given set 5. Justify their group selection 6. Group problems based on similarity 7. Compose prospective rules on supplied sheets 8. Defend their reasoning to group members	Knowledge Application Analysis Comprehension Evaluation Knowledge Synthesis Evaluation
Assistive and Diverse Learners
1. The instructor will use the student’s IEP to design any necessary modifications into the lesson. 2. The instructor will work with the special education department for technology needs. 3. The instructor and the MTT will work together to determine which technologies are best suited for the desired effect while still meeting the IEP.
Teaching/ Instructional Strategy:
Student-centered learning, peer research and collaborative project. Students will work in groups to determine “rules” for adding integers. The groups will record and present to the instructor. The group will have to defend their reasons for the rules they have recorded. The instructor will direct the flow of discussion and point out reasons that are not covered. Accomodations will be made based on IEP’s.
Student Work Samples:
Brainstorming, Presentations, Written “rules”
Technology Connection:
The teacher will use the laptop/smart TV combination to remind students of important points(i.e. – after the lesson all of the “rules” will rotate continuously). The document camera will be used by both the instructor and the students for presentation purposes as well as manipulatives.
Technology Management Strategy:
Seeing as student use of technology in a math setting is difficult to implement, technology in this lesson (from the student’s perspective) will be limited. Use of the document camera (tech) and manipulatives (non-tech) will be monitored by the instructor. The instructor will stay near the document camera at all times and can observe manipulatives from throughout the classroom setting.
Materials:
Instructional Materials:	Technical Resources:
Project Guidelines Project Rubric District Fair Use Guidelines (signed) Graphing calculators Whiteboard	Laptop Projector Document Camera Smart TV Internet Explorer
Assessment:
Informal: Class Discussion, Q&A Session, Observation, Questioning Formal: Peer Evaluations, Group Evaluations, Presentation Rubric
Please rate the following indicators using a scale of 1-5. (1=Poor, 5= Excellent, NA if not applicable) ____ Technology instruction was effective and students/educators achieved curricular goals. ____ Technology instruction was effective and students/educators or I achieved targeted goals. ____ Technology instruction was effective and I achieved my professional goals. ____ Students/educators were motivated by the use of technology. ____ Technology was critical to the success of this lesson. ____ Varying abilities of students/educators was supported through the use of the technology. ____ Equipment was sufficient for the number of students/educators completing the activity. ____ Equipment and software functioned properly. ____ Overall rating of lesson. Use the following questions to reflect on your lesson. Was this lesson worth doing? In what ways was the lesson effective? What evidence do you have for your conclusion? How would you change this lesson for teaching it again? Did your students/educator find the lesson meaningful? Did the lesson motivate your students/educator to “go beyond” what was required? Did you achieve your goals met/in progress in the required criteria?
_____________________________________ Date_________7-18-07_________________ Participant Signature _____________________________________ Date__________________________________ Coach Signature